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school of health professions - Student Handbook 2020 - 2021


Doctor of Occupational Therapy (Entry-Level)

OTD Program

This section of the Student Handbook describes academic policies and procedures that are specific to the entry-level track of the TTUHSC Doctor of Occupational Therapy (OTD) program. Student policies that are common to the School of Health Professions are provided at the following website address:
https://hscweb.ttuhsc.edu/health-­professions/current/policies.aspx
Accreditation
The entry-level OTD degree program has applied for accreditation and has been granted Candidacy Status by the Accreditation Council for Occupational Therapy Education (ACOTE).
The program must have a preaccreditation review, complete an on-site evaluation, and be granted Accreditation Status before its graduates will be eligible to sit for the national certification examination for the occupational therapist administered by the National Board for Certification in Occupational Therapy (NBCOT).
6116 Executive Boulevard, Suite 200
North Bethesda, MD 20852-4929
(301) 652-2682
www.acoteonline.org
Vision, Mission, and Philosophy of the OTD Program
OTD Vision
To earn recognition for elevating the practice of occupational therapy by promoting our distinct value as clinicians and professionals. 
OTD Mission
To provide students with a strong foundation in professionalism, critical reasoning, and practice skills to become competent occupational therapists who use meaningful occupations to help people improve their health and well-being.
Philosophy Statement
The value of a profession lies within its professional identity and its distinct contribution to society. A deep understanding of the profession’s core subject is critical for the development of a strong professional identity and articulation of the profession’s distinct value. The core subject of the occupational therapy profession is the dynamics of occupation. Dynamics of occupation is a construct that characterizes how occupation—engagement in meaningful, necessary, and familiar activities—affects a person’s health and well-being. Dynamics are forces that influence growth, development, or change within a system or process. The dynamics of occupation can be understood as the forces related to occupational engagement that impact health and well-being.
Occupational therapists believe that being occupied in meaningful, necessary, and familiar activities is a source of health and well-being for human beings. These activities, or occupations, encompass areas that include: self-care, learning, work, play, leisure, social participation, and sleep/rest. Each person has a unique configuration of meaningful occupations that relate to their roles, habits, routines, contexts, and environments. Various life circumstances and health conditions can disrupt a person’s ability to engage in valued occupations.
Occupational therapists use their understanding of the dynamics of occupation to provide occupational therapy interventions that help people do the day to day activities that are important and meaningful to them. Occupational therapists work collaboratively with individuals, families, caregivers, and other groups whose life patterns and abilities to engage in valued occupations have been altered for various reasons (e.g., cognitive or developmental problems, injury or illness, social or emotional deficits, aging process). Occupational therapist apply critical reasoning and practice skills as they evaluate, plan, facilitate, and reflect on client care. The distinct value of occupational therapy is to improve health and well-being through facilitating participation and engagement in occupations at home, school, workplace, community, and various other settings.
Occupational therapy education must provide opportunities for students to integrate a wide range of topics learned to the core subject—dynamics of occupation—so that students profoundly understand and clearly articulate the distinct value of occupational therapy. Developing a deep understanding of the dynamics of occupations requires that students:
  • Learn what constitutes an occupation and how to analyze activity demands
  • Learn how to assess a person’s unique occupational profile
  • Learn how to analyze occupational performance
  • Learn how occupations can be disrupted, impoverished, or changed over time
  • Learn how underlying neurological and physiological mechanisms that positively and negatively affect occupational engagement, performance, and participation
  • Learn a therapeutic strategies, techniques, and activities to help people engage, perform, and participate in meaningful occupations 
  • Learn methods to evaluate changes in occupational participation, health, and well-being

Curriculum Design and Program Evaluation

Curriculum Design and Student Learning Outcomes
The curriculum design has four major content areas (i.e., curriculum threads) that are apparent throughout the curriculum. These curriculum threads inform the selection, scope, and sequence of content. The curriculum threads are: the dynamics of occupation, professionalism, critical reasoning, and practice skills.
Dynamics of Occupation
The core subject of the occupational therapy profession is the dynamics of occupation. Dynamics of occupation is a construct that characterizes how occupation—engagement in meaningful, necessary, and familiar activities—affects a person’s health and well-being. Dynamics are forces that influence growth, development, or change within a system or process. The dynamics of occupation can be understood as the forces related to (or facilitating) occupational engagement that impact health and well-being.
Dynamics of occupation is a curriculum thread that is interwoven throughout each of the other three threads. A description of these threads with an overarching student learning outcome and associated objectives are specified below.
Professionalism
Professionalism is one of the curriculum threads that is integrated throughout the curriculum. Students learn key concepts related to being a professional who is prepared to be a self-directed life-long learner; to uphold ethical standards, values, and attitudes of the profession; to effectively communicate and work interprofessionally with others; and to demonstrate active involvement in professional development, leadership, and advocacy.
Professionalism Student Learning Outcome and Objectives
Students will exemplify the distinct value of occupational therapy through the provision of therapy services, interprofessional collaboration, scholarship, and organizational involvement.
  • Students will possess an in-depth understanding of the distinct value of occupational therapy services.
  • Students will participate in self-identified professional development activities.
  • Students will use interpersonal skills for effective collaboration with other professionals.
Critical Reasoning
Critical reasoning is another curriculum thread that is integrated throughout the curriculum. Students learn key concepts related to being a critical thinker who demonstrates the ability to synthesize information necessary for the development and implementation of theory-driven, evidence-based occupational therapy interventions.
Critical Reasoning Student Learning Outcome and Objectives
Students will systematically analyze, synthesize, and use information to guide occupational therapy practice that enhances the health and well-being of people and communities.
  • Students will systematically analyze and discern information to guide decision making in practice and scholarship.
  • Students will skillfully integrate occupation-based theory with different models of practice to guide occupational therapy practice.
Practice Skills
Practice Skills is another curriculum thread that is integrated throughout the curriculum. Students learn key concepts related to being a competent practitioner who can apply evidence-based evaluations and interventions to address physical, cognitive, psychosocial, sensory aspects of performance in a variety of contexts and environments to support occupational engagement and participation.
Practice Skills Student Learning Outcome and Objectives
Students will demonstrate competency in knowledge and skills required for the practice of occupational therapy.
  • Students will select and administer a range of assessments to evaluate factors that impact occupational performance and participation.
  • Students will provide evidenced-based interventions that promote health and well-being through engagement in occupation (i.e., meaningful daily activities).
Strategic Initiatives
The OTD Program has established the following strategic initiatives for the entry-level OTD program:
  • Promote innovative approaches in teaching and learning to prepare students with an in-depth understanding of the dynamics of occupation as well as the practice skills, critical thinking, and professionalism for competent occupational therapy practice.
  • Recruit, develop, and retain outstanding faculty (including adjunct faculty) who uphold values and contribute to the delivery of curriculum, scholarship pursuits, and/or service opportunities. 
  • Participate in research and scholarship to advance knowledge related to occupational therapy education and practice.
  • Provide quality healthcare, education, and service that contribute to the betterment of the community.
Measures
The following resources are used to measure the level of achievement for the program and student learning outcomes: 1) Graduation & Attrition Rates; 2) Fieldwork Performance Evaluation for the Occupational Therapy Student; 3) Occupational Therapy Knowledge Exam (provided by the National Board for Certification in Occupational Therapy) results; 4) National Board for Certification in Occupational Therapy (NBCOT) exam results; 5) Graduate surveys; 6) Student surveys; 7) Employer surveys; 8) Job Placement Rates;  9) Scholarly Activity; 10) Faculty developed rubrics and evaluative tools.
Technical Standards
The Occupational Therapy (OT) program at Texas Tech University Health Sciences Center (TTUHSC) is a rigorous and intense program that places specific professional, intellectual, physical and social requirements and demands on the students enrolled in the program. An objective of this program is to prepare graduates to enter a variety of employment settings and to render care to a wide spectrum of individuals with physical and psychosocial impairments. The technical standards set forth by the occupational therapy program establish the essential qualities considered necessary for students admitted to this program to achieve the knowledge, skill and behavioral competencies for entry-level practice. These standards are subject to amendment based on changes in health care and the scope of occupational therapy practice.

The ability to meet these technical standards is required for admission to the Occupational Therapy program and must be maintained throughout the time a student is enrolled in the program. Applicants to (or accepted applicants for) the Occupational Therapy program will be required to verify that they understand and meet these technical standards, or that they believe that with reasonable accommodations they can meet the technical standards.
In keeping with applicable federal and state law regarding disabilities, we are committed to making reasonable accommodations for students with disabilities to enable them to perform successfully in our program Any student with a disability who is accepted to the OT program must contact Student Disability Services (SDS) in the TTUHSC Office of Student Affairs as soon as possible.  SDS Staff will determine whether the stated condition qualifies as a disability under applicable laws and work with the program faculty to determine reasonable accommodations.
There are two separate and distinct components in the curriculum for the occupational therapy program: 1) an academic didactic component; and 2) a clinical/fieldwork component. Accommodations in place for the didactic component may not be the same accommodations available for the clinical component in the curriculum. The technical standards listed below are necessary functions and skills for the development of the knowledge, skills, and behaviors to provide safe and effective occupational therapy services. 
1. Cognition:
a. Applicants and students must be able to skillfully conceptualize, apply, analyze, synthesize, and evaluate information from a broad range of sources. Use of these learning domains must produce effective critical thinking skills to be used during observations of patient behavior, task performance, and the environment. To produce the required didactic and clinical learning, students must have:
  • Sufficient perception and attention (sustained, shifting, and divided) to perform components, such as: discernment and discrimination of relevant information (e.g., attention to safety concerns during laboratory and clinical/fieldwork experiences; sustained attention for actively learning during lecture and taking tests lasting up to 4 hours); accurate perception and interpretation of spatial relationships (e.g., surface anatomy; analysis of movement); and acquisition and use of knowledge within rigorous time constraints (e.g., assignment due dates, semester schedules, allotted treatment time).
  • Sufficient memory skills (immediate, short term/working, and long term) to perform components such as the transfer of immediate memories (from sensations) to short term memories, which are then developed into long term memories through various learning strategies. All forms of memory should be accessible/retrievable for use in working memory as evidenced by effective didactic and safe and effective clinical experiences (e.g., assignment completion; examination preparation; occupational therapy evaluation; treatment planning; reassessment; outcomes review).
  • Sufficient higher-level cognitive skills to perform components, such as: concept formation (e.g. development of theoretical concepts in occupational therapy); cognitive flexibility (e.g. understanding of various contexts and patient situations); problem solving and decision making (e.g., searching and evaluating published literature; selection of appropriate assessments and treatment strategies); and accurate self-assessment of clinical/fieldwork skills, professionalism, and academic performance (e.g. monitor one’s own actions; learn from peer, instructor, client and environmental feedback).
2. Communication:
a. Applicants and students must be able to effectively communicate with a broad range of individuals, such as: peers, faculty, patients, caregivers, family members, other professionals, supervisors, and payers. Such communication requires that students can effectively engage in receptive and expressive forms of communication (e.g., written, spoken, non-verbal). Students must have:
  • Sufficient proficiency with the English language to perform components, such as: acquisition of information and knowledge through written and spoken language (e.g., classroom instruction, textbooks, journal articles, websites, videos); production of written assignments with accurate spelling, grammar, and writing mechanics (e.g., essays, documentation); completion of examinations that require reading and comprehension; and professional presentation of information (e.g., class presentations; interdisciplinary team discussions; patient status reports).
  • Sufficient proficiency with use of technology to perform components, such as: utilization of computer resources for didactic, laboratory, and clinical/fieldwork courses (e.g., internet, email, electronic health records, and computer software for word processing, spreadsheet, and presentation); accessing content using a variety of electronic media (e.g., videos, pdf, forums, electronic library databases); and utilization of technology resources used for standardized testing (e.g., electronic modalities).
3. Motor Skills:
a. Applicants and students must be physically capable to perform a range of motor skills. Such motor skills require functional movement to effectively performance various physical components of patient assessment and intervention. Students must have:
  • Sufficient muscular and cardiovascular endurance to perform components such as: positioning and stabilization of patient; and sustaining physical activity levels necessary to meet academic and clinical/fieldwork productivity (e.g., classroom and clinical/fieldwork activities)
  • Sufficient fine motor coordination, range of motion, and strength to safely perform components, such as: grasp and manipulation of therapy supplies, tools, and equipment (e.g., cut and form materials to fabricate splints and assistive devices; positioning of supplies or equipment in accordance with standardized testing procedures); demonstration of dexterous movements for various activities of daily living (e.g., write, button, open containers); and application and calibration of pressure to soft tissue (e.g., massage, facilitation, inhibition, and handling techniques).
  • Sufficient gross motor coordination, range of motion, and strength to safely perform components, such as: stabilization, positioning, and moving of patient (or patient’s body parts); maneuvering patient in wheelchair; application of physical resistance to assess muscle strength and tone; and accommodation and/or demonstration of desired positioning or movement patterns for patient (e.g., crouch, kneel, squat, bend, reach, sit).

4. Observation
a. Applicants and students must be able to effectively observe behavior, task performance, and the environment. Such observation requires the functional use of their senses. Students must have:
  • Sufficient vision acuity and perception to perform components such as: visual observation of educators and/or peers demonstrating techniques, procedures, and equipment use; seeing and reading text and images( e.g., equipment gauges/dials, medical records); observation of patient behaviors, skills, and impairments; visual inspection of signs of distress, trauma, or impairment; visual monitoring of tools and equipment for safe, effective operation; and identification of environmental barriers and supports.
  • Sufficient auditory function to perform components, such as: hearing patient’s verbalizations and utterances; monitoring of tools and equipment for safe, effective operation; and accurately hearing sounds from the pulmonary, cardiovascular, gastrointestinal, and musculoskeletal systems.
  • Sufficient tactile sensation to perform components, such as: accurate discernment, palpation, and mobilization of muscles, bones, joints, and other subcutaneous structures; monitoring of temperature or tension through touch; and manipulation of supplies, tools, and equipment.
5. Social Behavioral Skills:
a. Applicants and students must be able to establish and regulate behaviors to meet performance demands of occupational therapy practice. Such social behavioral skills require motivation, self-awareness, emotional regulation, and interpersonal skills. Students must have:
  • Sufficient motivation to achieve academic or clinical/fieldwork performance expectations that includes components, such as: self-direction and autonomy (e.g., utilize organization and time management skills; utilize resources for self-directed learning; access transportation to attend academic courses and clinical/fieldwork placements); compliance with academic and professional standards of conduct (adhere to safety guidelines and procedures; conduct oneself in an ethical and legal manner); and portrayal of honesty, integrity and professionalism in all circumstances.
  • Sufficient interpersonal skills to perform components, such as: respect for individual, social and cultural diversity; building and maintaining healthy relationships with a broad range of individuals (e.g., peers, faculty, patients, caregivers, family members, other professionals, and supervisors); facilitation of therapeutic interaction (e.g., attending, clarifying, coaching, facilitating, and touching as part of therapeutic process); professional interactions (e.g., provide constructive feedback; timely and appropriate response to feedback);
  • Sufficient awareness of emotional and behavioral states to perform components, such as: self-reflection, self-appraisal, and adjustment of actions when necessary (e.g., align behaviors to meet performance expectations; self-identify areas for improvement); and regulation of emotional and behavioral responses (e.g., manage uncertainty in academic and clinical/fieldwork situations; adapt thinking and behavior to changing situations).
6. Participation:
a. Applicants and students must be able to participate in various experiential learning opportunities to develop the knowledge, skills, and behaviors for occupational therapy practice. Such experiential learning occurs in the classroom, laboratories, and clinical/fieldwork experiences. Students must be able to:
  • Complete the interprofessional core curriculum that involves completion of online modules as well as face to face interactions that involve teaching, learning, and collaborating with students from various professions.
  • Complete a gross anatomy course, which includes extensive hands-on dissection of human cadavers.
  • Participate in classroom and laboratory activities in a co-educational environment where students are required to practice observation and intervention skills on individuals of all body types and genders. Students are often required to dress in shorts and t-shirts/sports bras to allow appropriate visualization or palpation when engaged in simulation of patient assessment and intervention.
  • Participate in small group activities and projects that require students to coordinate schedules and work collaboratively to meet assignment expectations and deadlines.
Certification and Licensure Requirements
Successful completion of the program leads to a Doctor of Occupational Therapy (OTD) degree. Once the program is fully accredited, graduates of the program will be eligible to sit for the National Certification Examination for the Occupational Therapist administered by the NBCOT. After successful completion of this exam, the individual will be an Occupational Therapist, Registered (OTR). In addition, all states require occupational therapists to have state licensure in order to practice. Licensure requirements vary by state according to practice act and state regulations that govern the practice of occupational therapy; however, state licensure is usually based on the results of the NBCOT certification exam. A criminal conviction (e.g., felony or misdemeanor) may affect a graduate’s eligibility to take the NBCOT certification examination or attain state licensure.

Occupational Therapy Code of Ethics
Preamble
The 2015 Occupational Therapy Code of Ethics (Code) of the American Occupational Therapy Association (AOTA) is designed to reflect the dynamic nature of the profession, the evolving health care environment, and emerging technologies that can present potential ethical concerns in research, education, and practice. AOTA members are committed to promoting inclusion, participation, safety, and well­being for all recipients in various stages of life, health, and illness and to empowering all beneficiaries of service to meet their occupational needs. Recipients of services may be individuals, groups, families, organizations, communities, or populations.
The Code is an AOTA Official Document and a public statement tailored to address the most prevalent ethical concerns of the occupational therapy profession. It outlines Standards of Conduct the public can expect from those in the profession. It should be applied to all areas of occupational therapy and shared with relevant stakeholders to promote ethical conduct.
The Code serves two purposes:
  1. It provides aspirational Core Values that guide members toward ethical courses of action in professional and volunteer roles, and
  2. It delineates enforceable Principles and Standards of Conduct that apply to AOTA members.
The entire AOTA Code of Ethics may be found on the AOTA website: https://www.aota.org/Practice/Ethics/code-of-ethics.aspx    
Professional Societies and Student Membership
Students are encouraged to join the American Occupational Therapy Association and the Texas Occupational Therapy Association. Membership is part of the socialization into the profession.
Students who are members of these professional associations receive access to the member section of the association web site, online newsletters, discounted conference fees and access to resources that facilitate their understanding of the profession. Students who are members of AOTA can obtain a discount on books published by AOTA.
Student Occupational Therapy Association
The Student Occupational Therapy Association (SOTA) is a student led, service-oriented organization that strives to promote occupational therapy as a growing evidence ­based profession. SOTA offers opportunities for community service, social events, leadership, and professional development. A faculty member serves as a sponsor (advisor). All OTD students are encouraged to join SOTA. The TTUHSC SOTA is noted for its creativity, resourcefulness, and quality of activities. The SOTA must also abide by the registration of student organizations policies listed in the TTUHSC Student Handbook. Students are responsible for any and all fees and costs associated with membership, and participation is voluntary. Detailed information about the organization is available on the SOTA webpage: https://www.ttuhsc.edu/health-professions/student-occupational-therapy-association/default.aspx 
Pi Theta Epsilon
Pi Theta Epsilon is the honor society for occupational therapy. The purpose of the organization is to support the development of occupational sciences and the practice of authentic occupational therapy by promoting research and other scholarly activities by its members. Our chapter, Alpha Epsilon, is part of the national Pi Theta Epsilon honor society system recognized by the American Occupational Therapy Foundation.
Membership is limited to not more than 35% of the current class and students with a 3.5 cumulative grade point average while enrolled in the OTD program. Pi Theta Epsilon must also abide by the registration of student organizations policies listed in the TTUHSC Student Handbook.
Professional Development / Academic Advising
Professional development, including academic advising, is an important part of each student's experience throughout the TTUHSC OTD Program, beginning at orientation. The Professional Development Portfolio is designed to encouraged exposure to various professional development opportunities including: knowledge, interpersonal skills, ethical reasoning, critical reasoning, performance skills, and professional responsibility. As a part of the professional development program, each student is paired with an OTD faculty academic advisor when they begin the program. Once the student is assigned a faculty capstone mentor, the faculty capstone mentor will also serve as the student’s faculty academic advisor for the remainder of the program. Each student meets with his or her faculty advisor periodically, at the initiation of the student, faculty advisor or Program Director. The focus of these meetings is to guide students as they develop both academically and professionally. Each Fall semester, the student meets with his or her faculty advisor and completes the "Generic Abilities Advising" form, a standardized advising tool used to encourage self­assessment for the student. This tool creates a framework for students and advisors to discuss the student's progression through the OTD program as well to foster development of professional behaviors.
A student who receives a Mid­Term Academic Warning Letter or an Academic Probation Letter is encouraged to meet with his or her faculty advisor. Additional meetings occur during other times of the year at the initiation of the student, faculty advisor or Program Director.
Dress Code
Members of the faculty and staff have the authority and responsibility to maintain reasonable standards of student dress and grooming within their respective classrooms, laboratories, offices, and other areas of public presentations. The dress code reflects professional integrity and the special needs of individual classes. Professional dress is expected of students at all times. At the discretion of the faculty, more casual attire may be worn to lecture and laboratory classes as warranted. See the course syllabus for more specific details.
Since TTUHSC is a public institution in which patients and visitors are present, standards of dress should reflect good judgment. Attention to safety standards and professionalism is important.
Casual attire is not appropriate for educational activities that occur off­-campus. For clinical observations and internships, information regarding specific dress codes of the clinical sites will be provided by the clinical coordinator.

Fieldwork and Doctoral Capstone Education Courses

Fieldwork Education
Fieldwork education is an integral aspect of our program. Level I Fieldwork experiences are scheduled throughout the professional program and allow students to reinforce and test the knowledge and attitudes presented in the classroom. Students will be involved in Level I Fieldwork experiences that are a part of specific courses during the first and second year in the program. Students must successfully complete Level I Fieldwork experiences to earn a passing grade in the associated course.  
Level II Fieldwork courses are completed following successful completion of the first two years of the program. Students complete 24 weeks of fulltime Level II Fieldwork during the third year of the program. No part of Fieldwork Level I may be substituted for any part of Fieldwork Level II. Students must complete all Level II Fieldwork within 12 months following the completion of the didactic portion of the curriculum. Level II Fieldwork courses are typically full time and will often require the student to relocate outside the immediate geographic area. Available assignments are determined by contractual arrangements between the department and facility.
Fieldwork education consists of five experiences designed to prepare and expose the student to a variety of applied settings in occupational therapy:
  • Level I fieldwork emphasizing pediatric populations is imbedded in HPOT 6240 Intervention: Developmental and Learning Models II with faculty-led experiences in the summer semester of the second year.
  • Level I fieldwork emphasizing behavioral health/psychosocial interventions is imbedded in HPOT 6341 Intervention: Cognitive and Behavioral Models with faculty-led experiences in the summer semester of the second year.
  • Level I fieldwork emphasizing adult physical dysfunction is imbedded in several courses (e.g., HPOT 6231 Professional Seminar 1 in Spring 1; HPOT 6261 Professional Seminar III in Spring 2) with progressive competencies using simulated environments, standardized patients, and faculty-led experiences.
  • Fieldwork II:1 is a 12-week, full­time experience that typically begins in May of the student's third year.
  • Fieldwork II:2 is a 12-week, full­time experience that typically begins in August of the student's third year.
Fieldwork Selection and Approval
Facilities that have occupational therapy clinical education agreements with TTUHSC may be used for Fieldwork sites. The program has opportunities locally, across the state, and other states across the US. The Academic Fieldwork Coordinator provides detailed information for selection procedures. The student may provide preferences for certain setting types and for the location of Fieldwork II placements; however, the student's selection of a Fieldwork site must be approved by the Academic Fieldwork Coordinator and/or the Program Director prior to the student enrolling in the applicable Fieldwork courses. The Academic Fieldwork Coordinator reserves the right not to approve a student's selection of any clinical education site. The Academic Fieldwork Coordinator may consult with OT faculty and the Program Director in order to determine a Fieldwork placement for any student. Considerations in this recommendation include student's academic performance, completion of program requirements, demonstration of adequate professionalism and behaviors indicative of the ability to be effective and productive during clinical training, including problem solving ability and critical thinking. As such, the Academic Fieldwork Coordinator further reserves the right to place the student at any clinical site determined necessary for successful completion of a student Fieldwork course, or to not allow a student to enroll in a Fieldwork course, for the following reasons:
  1. The student is on Academic Probation.
  2. The student has previously displayed behavior resulting in counseling using the Generic Abilities.
Doctoral Capstone
An integral part of the program curriculum, the Doctoral Capstone (DC) provides an in-depth exposure to one or more of the following areas: administration/leadership, program development, education, clinical practice skills, research skills, advocacy, and theory development. It consists of an individual capstone experience and capstone project. Three capstone courses (HPOT 6250 Capstone 1: Project Development in Fall 2; HPOT 6260 Capstone 2: Project Proposal in Spring 2; and HPOT 6180 Capstone 3: Project Coordination) facilitate the student’s progress in required preparatory activities to the capstone experience and project which occur in HPOT 6990 Capstone 4: Project Implementation and Evaluation in Spring 3.
The full-time, 14-week DC experience, beginning in January of Year 3, must be completed after completion of all coursework, Level II fieldworks, and required preparatory activities which occur during the first three capstone courses. Requirements for clinical experiences, professional behaviors, and associated costs outlined under the Fieldwork section also apply to the DC experience (e.g., immunizations, drug screen, background check). Students must be approved for the DC experience placement by the Doctoral Capstone Coordinator (DCC), faculty mentor, and program director. The DCC assigns the student to a DC experience site in consideration of the student’s DC proposal, available opportunities, and any student preferences. The DCC reserves the right to place the student at any site determined necessary for successful completion of the DC, or to not allow a student to enroll in Capstone 4 due to: (1) the student being on academic probation or (2) the student having previously displayed behavior resulting in counseling using the Generic Abilities. All DC experiences occur local to Lubbock. All DC experience sites have an affiliation agreement with TTUHSC and an individual learning agreement between the site, student, faculty mentor, and DCC.
The DC project is finalized immediately following the DC experience and is disseminated at the OTD Scholarship Symposium at the end of Spring 3.
Student Responsibilities for Fieldwork and Doctoral Capstone Education
The student must meet the expectations identified in the Course Catalog, Student Handbook, course syllabi, Fieldwork Education Manual, and/or the Doctoral Capstone Manual in order to successfully complete the fieldwork and doctoral capstone education requirements. 
Students pay regular tuition and fees for enrollment in Fieldwork and Doctoral Capstone Education courses. Additionally, students are responsible for all costs associated with these courses including transportation, housing, meals, uniforms, criminal background checks, drug screens and other incidental expenses. Students must pass a Criminal Background Check, maintain immunizations, and complete annual tuberculosis testing in order to participate in Fieldwork and Doctoral Capstone Education experiences. Students may also be required to pass a drug screen (requirements may vary for each fieldwork site). The student is responsible for fees related to a Criminal Background Check, drug screening and immunizations.
Students on Fieldwork and Doctoral Capstone placements are expected to follow safety procedures of the site, plus any other requirements deemed important by the Academic Fieldwork Coordinator, Fieldwork Educator, Doctoral Capstone Coordinator, and/or Capstone Site Supervisor for a specific site. Behaviors observed during the professional curriculum are taken to be a measure of a student's readiness for Fieldwork and Doctoral Capstone Education.
Grading for Fieldwork and Doctoral Capstone Education Courses 
The grading of Fieldwork I experiences is associated within designated courses. Students must successfully complete Level I Fieldwork experiences to earn a passing grade in the associated course. The grading of Capstone 1 – 3 courses follows standard grading practices within the OTD curriculum. Refer to the “Academic Probation”, “Recycling,” and Academic Dismissal” sections for additional information.
All Fieldwork II courses and the Doctoral Capstone 4 course are graded on a pass/fail basis (i.e., course grade of "P" or "F"). The syllabus for each course specifies criteria that constitute a passing or failing course grade. The course coordinator assigns each student's course grade based on evaluative feedback from the Fieldwork Educator or Doctoral Capstone Site Supervisor in consideration of requirements specified in the course syllabus.
Fieldwork II or Doctoral Capstone 4 Courses: Course Grade of "F" Results in Recycling or Dismissal
A student may receive a course grade of "F" (Fail) for a Fieldwork II or Doctoral Capstone 4 course for any of the following reasons:
  1. Failure to maintain and present all of the appropriate documentation to the site as required by that facility. The documentation required varies from facility to facility, but typically includes:
    • Evidence of current immunizations for Hepatitis B, Tdap (Tetanus, Diptheria, Pertussis), and MMR (Measles, Mumps, Rubella/Rubeola).
    • TB (tuberculosis) test results
    • Personal medical/health insurance
    • Current CPR (cardiopulmonary resuscitation) certification.
  2. Failure to meet all requirements set forth by a site for students receiving Fieldwork or Doctoral Capstone education at their site (e.g., failure of a facility required drug test, failure to adhere to dress code, etc.)
  3. Failure to complete course objectives as specified in the course syllabus.
  4. Unsafe or unprofessional behavior at a site.
Failure of Fieldwork II or Doctoral Capstone 4 Course and Recycle
A student who receives a course grade of "F" in a Fieldwork II or Doctoral Capstone 4 course is required to recycle the course if they are academically eligible to do so (i.e., no previous recycling of a course, no more than one previous academic probation, and otherwise in good academic standing), provided the reasons are not due to unsafe or unprofessional behaviors, in which case the student is subject to dismissal from the program. Criteria that constitute successful recycling of a Fieldwork II or Doctoral Capstone 4 course will be specified in a "Recycling Requirements Document" that will be written by the Program Director with input from the Academic Fieldwork Coordinator or Doctoral Capstone Coordinator. Refer to the “Recycling” section for additional information about the recycling process.
Failure of Fieldwork II or Doctoral Capstone 4 Course and Dismissal
If a student's failure (course grade of "F") of a Fieldwork II or Doctoral Capstone 4 course is due to unsafe or unprofessional behaviors, the Program Director, Academic Fieldwork Coordinator, and/or Doctoral Capstone Coordinator reserve the right to deny the student a recycling opportunity. In such situations, the student is subject to dismissal on grounds of academic deficiency. Refer to "Dismissal from the OTD Program" section for additional information about the dismissal process.
A student who receives a course grade of "F" in a Fieldwork II or Doctoral Capstone 4 course is subject to dismissal if the student has been on academic probation twice or if the student has previously recycled a course in the OTD curriculum. A student who is in the process of grieving dismissal from the OTD program is not allowed to participate in a fieldwork or capstone course. Refer to "Dismissal from the OTD Program" section for additional information about the dismissal process.
Consensual Relationships
Consensual relationships between a student and supervisor, patient or other persons at clinical experience sites constitutes (1) conflicts of interest; (2) unprofessional conduct; (3) breach of trust; (4) appearances of impropriety; and (5) questions the validity of consent, any of which impairs the integrity of academic and clinical decisions. Such relationships also have the potential for (1) undermining the atmosphere of trust and objectivity essential to the educational process and clinical experience; (2) exploiting subordinate faculty, staff, employees, or students and the possible professional or academic disadvantage of third parties; and (3) subjecting both TTUHSC, the clinical sites and the individuals to the risk of liability.
Therefore, the OTD program strictly prohibits any type of such relationship as described above, whether consensual or not. Violation of this prohibition may result in dismissal from the program. Should such relationship develop, faculty, staff, fieldwork educators and OTD students who become aware of the relationship have the obligation to disclose the existence of the relationship to the Program Director.
Adapted from TTUHSC OP 70.55 Consensual Relationships ­ Faculty, Staff, and Residents.
Academic Probation
A student will be placed on Academic Probation for failure to maintain a cumulative grade point average (GPA) of 2.70 or higher. Cumulative GPA is calculated at the end of each semester. For a student to return to good academic standing and be removed from Academic Probation in this situation, the student must raise his or her cumulative GPA to 2.70 or higher by the end of the following semester. A student whose cumulative GPA is less than 2.70 in consecutive semesters (i.e., fails to come off Academic Probation) is subject to dismissal (refer to "Dismissal from the OTD Program" section below).
A student who has been on Academic Probation twice and subsequently meets any of the criteria for Academic Probation a third time is subject to dismissal on grounds of academic deficiency (refer to "Dismissal from the OTD Program" section below).
Recycling
Recycling in the OTD program is the re­taking of an entire course in which the student received a course grade of "D" or "F". A student enrolled in the OTD program is allowed to recycle only one course, and that course can only be recycled one time. For a course to be successfully recycled, a passing course grade of "C" or better standard grading courses and a course grade of "P" (Pass) for pass/fail graded courses must be obtained the next time the course is offered in the student's curriculum. The OTD curriculum is designed for course work to be taken in sequence. Therefore, a student is not permitted to advance academically in the OTD curriculum until the student has successfully recycled the course in which he or she was found to be academically and/or clinically deficient. As described below, a recycling student is also required to audit courses (as applicable) as a component of the recycling process as specified in the Recycling Requirements Document.
Recycling Requirements Document
Criteria that constitute successful recycling of academic, fieldwork, and/or doctoral capstone education deficiencies will be specified in a "Recycling Requirements Document" that will be written by the Program Director. Recycling students must: 1) re­take and earn a passing grade in the course for which the student received a grade of "D" or "F"; 2) earn a cumulative GPA of 2.70 or higher by the completion of the recycle period specified in their “Recycling Requirements Document”; and 3) audit the preceding year's OTD curriculum in total if the recycled course is within the first two years of the curriculum. Courses taken in the third year of the curriculum (i.e., Fieldwork II, Doctoral Capstone 3, Doctoral Capstone 4, and Professional Seminar IV courses) may be recycled in the subsequent semester pending the availability of an appropriate fieldwork or doctoral capstone site. The recycling student must meet the same academic/clinical requirements as any and all students enrolled in the required audited courses (regardless of whether they are auditing/recycling or not) as specified in course syllabi including, but not limited to, all assignments and examinations. A recycling student who fails to meet all requirements for a passing grade ("C" or higher) as specified by the course syllabus and manual for any of the required recycled/audited courses will be subject to dismissal on grounds of academic deficiency. Refer to "Dismissal from the OTD Program" section below.
Other Considerations With Respect to Recycling
A student who refuses to recycle a course in which he or she received a grade of "D" or "F" will be subject to dismissal on grounds of academic deficiency. Refer to "Dismissal from the OTD Program" section below.
After successfully recycling, a student is subject to dismissal on grounds of academic deficiency if there are any instances of subsequent academic and/or clinical deficiency, including a cumulative GPA below 2.70 or receiving a course grade of "D" or "F" in any course. Refer to "Dismissal from the OTD Program" section below.
It is the student's responsibility to obtain financial information and pay for additional expenses that will be incurred as a result of recycling.
Both the original and recycled course grades (but not grades in audited courses) are used to calculate cumulative GPA, and both course grades will appear on the student's transcript.
Student Misconduct
Student misconduct can lead to dismissal with no opportunity to remediate or recycle. For policies and procedures related to behavioral deficiencies and misconduct, refer to the TTUHSC Student Handbook: Code of Professional Conduct, available at the following website: https://www.ttuhsc.edu/student-affairs/handbook.aspx
Dismissal from the OTD Program
A student enrolled in the OTD program is subject to dismissal for any of the following reasons:
  1. Failure to maintain the academic standard of a cumulative GPA of 2.70 or higher for two consecutive semesters.
  2. Failure to maintain the academic standard of a cumulative GPA of 2.70 or higher for any three semesters of the curriculum.
  3. After receiving a course grade of "D" or "F" in one course, refusal to sign a "Recycling Requirements Document" or refusal to recycle/audit courses specified in "Recycling Requirements Document" (see section on "Recycling").
  4. Failure to meet all requirements specified in the "Recycling Requirements Document."
  5. Receiving a course grade of "D" or "F" in two or more courses or the same course twice.
  6. Failure to maintain the academic standard of a cumulative GPA of 2.70 or higher in any subsequent semester after successfully recycling a course.
  7. Failure of a Fieldwork course due to unsafe practices and/or unprofessional behavior as documented by the Fieldwork clinical instructor.
  8. Based upon a complaint of misconduct as set forth in the TTUHSC Student Handbook.
Dismissal procedures will occur in compliance with the dismissal policy established by the School of Health Professions. Refer to the School of Health Professions policy entitled "Academic Dismissal", available at the following website:
https://hscweb.ttuhsc.edu/health-professions/current/policies.aspx